FIELD

STUDY 4
Exploring
The Curriculum
Letter to the
Field Study Student
Our Dear Students,
Welcome to the world of Field Study!

This workbook is your tool. This will be your companion for the Field Study 4 that you
are going have as a pre-service teacher. This field Study 4 has 12 episodes for you to venture on.
Think of it like you are on reality TV show called Teacher Factor ( not Fear Factor), and the
Field Study episodes are your guide on how you get closer to your destination, i.e., becoming an
effective Curriculum designer and evaluator.
An important aim of this Workbook is to link theory with practice. Always remember to
make connections with what was taken up in your theory classes and what you see in actual
settings.
Consider this Workbook as your OAR. (you know… that long wooden thing shaped like
a broad blade at the end, that boatmen use to propel or row the boat). Like an oar, this workbook
will be of help to you only when you exert effort to learn. The oar without the boatman’s effort is
off no use. The boatman without an oar also has a big problem; much like a Field Study student
who goes to the field without any clear guide or purpose.
OAR is also an acronym that represents the general pattern of the tasks you might expect
to do n the different episodes. After the desired learning outcome and the map are given per
episode, you will basically:
Observe in actual setting or orchestrate plan, or organize your output
Analyze the experience, and ten
Reflect on the experience.
Observation makes you more keenly aware of and sensitive to the learner. And the
learning environment. Orchestrating plans that lead you to create outputs uniquely your own,
taps your problem solving skills and creativity.
Analyzing what you observe and do, trains you to become a critical thinker.
Reflecting on your experiences makes you a lifelong learner.
Just imagine your possibilities. You can truly become a teacher who is sensitive to the needs of
the learner, a good problem solver, beaming with creativity, a critical thinker and a lifelong
learner! What more could the future ask for?
You hold such great promise.
We believe in you!
Read the orientation notes on the pages that follow so you’ll have more information and
be more ready to begin.
Make this Field Study course a great journey of discovery and learning! Bon voyage!

-MLB
-HGLB

Letter to the
Field Study Student
Our Dear Students,

Your is the awesome job of facilitating the filed experiences of pre-service teachers. Think
of this Workbook as your partner in guiding them as they go through the Field Study subjects. The
Learning Episodes are meant to develop competencies reflected in the National competency-
Based Teacher Standards (NCBTS) and explicitly stated in CHED Memo No.30.
We are fully aware that different schools/colleges/universities have varying
conditions/scenarios that form a unique backdrops against which the Field Study is implemented.
This is which we designed the Workbook in such a manner, that it offers the greatest flexibility. It
allows wider latitude for the school administrators, Field study teachers, cooperating teachers and
pre-service teachers in which to work. This flexibility is articulated in the following:

 Flexibility on the choice of learning episodes. You may or may not do all the
learning episodes included because given your context, they are not doable nor
feasible.
 Flexibility in grouping. The learning episodes maybe done by the pre-service
teachers individually or with a learning partner or in groups. To have a learning
partner, however, is strongly encouraged for collaborative learning. The reflections
and the Learning Portfolio are done individually.
 Flexibility in time allotment. The FS teacher and the students can agree on the
time allotment for each activity to sufficiently cover the 17-hour requirement of the
course.

As you might have thought and planned already, an orientation is truly necessary to ensure
better success of the Field Study students. We have prepared a brief collection of
orientation notes found on the succeeding pages. We hope this will be helpful to you.
Let’s work together in providing the best training and education to our pre-service teachers.
P.S.
We would love to hear from you. Please e-mail your feedback about the Workbook at
milagros_borabo@yahoo.com,heidigrace()16@yahoo.com cc:
publishedbylorimar@yahoo.com

-MLB
-HGLB
Suggested Guidelines for
Field Study Student
These guidelines are suggested to help pre-service students in the successful conduct of
their Field Study course. Each TEI shall address some institutional peculiarities that are not
covered in this guidelines.
Filed Study activities should be under the supervision of the Field Study Faculty of the
TEI in collaborations with the Field Study Cooperating Schools.
The field study students:
1. Are required to accomplish successfully the activities in at least 18 hours in one
semester to earn a one-unit credit.
2. Secure appropriate Field Study permits and undergo orientation/briefing before
he/she is deployed in cooperating schools.
3. observe classes and preferably work with a partner.
A Field Study partner is one you can discuss and work with after the FS experience.
4. Secure a Field Study Notebook for each course.
5. Wear official school/university uniform during the field study in the cooperating
school.
6. Demonstrate personal qualities that reflect a good image of a teacher. These qualities
include as courtesy, respect, honesty, diligence, open-mindedness, critical thinking,
and others.
7. Demonstrate proper behavior in the presence of the learners, teachers, school
personnel, administration, and parents.
8. Request the signature of the Resource teacher or person of the Field study faculty
immediately after the activity has been done.
9. Are required to prepare a portfolio for every filed study course. The FS teacher is
encouraged to prepare his/her own rubric for authentic assessment of the portfolios.
This rubric can be discussed with the students as part of the orientation, so they would
know what criteria will be used and how the portfolio will be assessed.
Orientation Notes for
Field Study and this Workbook Series
This contains short of important topics related to Field Study.
A longer and more detailed discussion is found in the Appendices.

What are Field Study subjects for?

“Field Study course are intended to provide students with
practical learning experiences in which they can observe,
verify, reflect on, and experience the different components of
the teaching-learning process in actual school settings”

CHED Memorandum Order 30, s2004

What are Field Study Courses?

Field Study Courses
1- Development and Environment
2- Experiencing the teaching-Learning process
3- Technology in the Learning environment
4- Exploring the Curriculum
5- Learning Assessment Strategies
6- On becoming the 21st century Teacher
Practice Teaching

TEC, DEPED, CHED

Experiential Learning Courses Handbook
C2009

The whole learning adventure will begin with field

observation in field Study 1 and gradually lead to practice
Teaching.
Welcome to Experiential Learning!
 What are Field Study Students expected to
Learn and develop?
“Intended learning outcomes refer to what you
can do, accomplish, achieve, or become as a result
of a learning experience”.

This is the heart of the Outcomes-Based Education To determine the

or OBE which you will surely learn more about. To intended learning
explain it simply, OBE neatly organizes or aligns outcomes for Field
what you will learn , the activities you and your Study, the three
teachers will work on and how you will be assessed, importance sources
while focusing on you as the learner and the below, were used. What
outcome of what you will be – a word class kind of teacher should
teachers! you be? Learn more
about these three sources
#gustokongmagingmagalingnaguro to find out!
National Competency-Based Teacher Standards (NCBTS)

The NCBTS Domains:.

Competency Framework for Southeast Asian Teachers of

Table of specifications
Licensure examination for Teachers
 The CFSAT 21  Competencies
tells you what  Social Regards for
on which you
an ideal Learning
will be tested
ASEAN teacher  The Learning
in the LET
should know Environment
the 21st Century ( CFSAT 21)

and be able to  Diversity of

do. Learners
 It has 11 general  Curriculum
Areas of  Planning,
Responsibility/ Assessing,
Competencies Reporting
-Seameo Innotech  Community
Regional education Linkages
Program, 2010  Personal Growth
and Professional
development
-DepEd TEC, CHED, 2006
 How will I achieve the intended learning outcomes in field Study?
In the past, experts have proposed models showing the process of how experiential learning will
help achieve educational goals. Or what we now call intended learning outcomes.

“The experiential learning taxonomy is “a functional vehicle for

providing the complete classification of human activity from the
moment the learners is exposed to the possibility of an experience
to its highest level of completion”.

-Steinnaker & Bell, 1979

In 19979, Norman Steinaker and Robert Bell

Dissemination
proposed the Experiential Taxonomy. This
You express and share
model explains the process you will go
your learnings and
through. insights.
Internalization
You begin to be
affected or
influenced by
the experience.
Identification
You connect
with the
experience and
analyze it.
Participation
You become
physically a part
of a school This Field Study workbook will
experience. help you journey through these steps as
Exposure you study the episode map (exposure),
You are exposed to visit the Field Study sites
the topic.
(participation), document and analyze
your observations and data
(identification), and prepare and share
your portfolio (dissemination).
 In 1984, David A. Kolb wrote about his own
experiential learning cycle.

Experience

Kolb’s model consists of concrete experience,

reflection, formation of abstract concepts and
generalizations (conceptualization), and then
testing the concept in a new situation. Test Reflect

-Kolb, 1884

Conceptualize
d
What is the approach of this workbook series?
As you have probably read from our letter to the Field Study Student in the beginning of the
book, our approach is called the OAR Approach. The metaphor of the oar (sagwan in Filipino)
points to the importance of having a tool or a guide for your Field Study journey.
OAR Approach #kailangankoangsagwan

In 2006, an approach used in this Workbook was derived from all the theoretical underpinnings
previously discussed. This is the OAR approach. Living in an archipelago. Filipino would likely
have in our collective unconscious the ancestral memory of the boat and the oar. The oar is a tool
that helps the boat move into its intended direction.
We used the acronym OAR to represent the general cyclical pattern of the task that pre-service
teachers are expected to do in the different learning episodes. After the intended learning outcomes
and the map are given per episode, the pre-service teachers will basically, Observe in actual setting
or Orchestrate a plan, or Organize and output. They will then Analyze/Synthesize the experience
and Reflect on the experience.

As you do the task, you sharpen your

OAR is an acronym for the tasks you
will do in Field Study:
O-bserve in actual settings, orchestrate a
plan and organize your output.
A-nalyze the experience.
R- eflect on the experience.
sensitivity critical and reflective thinking and
creativity. The fruits of reflection then affect
subsequent observation and analysis, thus
making the model cyclical.
Through the six Field Study courses, the FS
students have repeated exposure and practice
in reflective teaching that the process become
second nature to them.
FS4 THE MEANING OF CURRICULUM
FIELD STUDY

Episode 1

My FS Learning Episode Overview

The episode unfolds the meaning of curriculum from the students’ point of view, from
authoritative sources and from different people of various discipline.

My Desired Learning Outcomes

 Give the meaning of curriculum from the different points of view
 Analyze the different meanings of curriculum
 Prepare/accomplish matrix on the evolving meaning of curriculum

My Performance Criteria
I will be rated along the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.

My Learning essentials
The word curriculum may be defined in various ways. The definitions may be
limited or broad in scope.
Limited definitions of the curriculum Broad definitions of the curriculum
 A set of course constituting an area of
specialization
 Is an identification of proper goals
 Can be considered as a system of dealing
with people and the process
 Is a means of attaining the aims or
philosophy of education
 Planned learning experiences
 Sum total of all the learning experiences
inside and outside the school
 The set of learnings and experiences for
students/learners planned by the school to
attain the aims of education
 Is the entire range of experiences,
undirected and directed, concerned with
the unfolding the abilities of the individual
 Is a plan of action or written document
which includes strategies for achieving
desired goals or ends.
 Serves as the operational medium through
which the school displays and coordinates
the patterns of transmission, translation,
and transposition of the educative
experiences for which it assumes
responsibility
My Map

To ensure that I will be able to

do this activity, I must follow
the steps in reaching the
CURRICULUM flag.

Curriculum

Write your
reflection
On the first
Activity.
Evolve Prepare
your own your
definition portfolio.
based
Visit the on your
school interview.
library or
Surf the
internet.
Upon get (2)
approval, meanings
go to the of the word
designated
curriculum.
Write a person to be
letter of interviewed.
request to Analyze the
visit the results of the
school. interview.
My Learning Activities

Interview people from different schools in various disciplines and levels.

Activity 1 Get their opinions on the meaning of curriculum.

Name (s) Designation Meaning Signature

1.

2.

3.

Conclusions (After analyzing the result of the interview, what can you conclude?)
 Visit the school library/surf the internet or consult the dictionary.
Activity 2 Write two (2) meaning of curriculum taken from authoritative sources.

Meaning of Curriculum Reference(s)

My Analysis
 Evolve your own definition of curriculum. Consider all the meanings you
Activity 3 have taken from the different sources from authoritative sources.

What is
Curriculum?
My Key Learning Points

How did I feel after the activities?

My Reflections/Insights

Why is curriculum important?

How can one enrich the curriculum in every school?

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. In a curriculum development class, the teacher asked the students to give an

enriched definition of the curriculum. Which among the following encompasses
the true essence of the term?
A. Curriculum is a list of subjects to take to complete a course.
B. Curriculum is the sum total of all learning experiences in the teaching-learning
process.
C. Curriculum is list of course in order to graduate.
D. Curriculum is a never ending process in education.

2. Ordinary people consider curriculum as .

I. a list of subjects
II. course to complete
III.subjects to undertake

A. I only C.III only

B. II only D.I, II, and III

3. Curriculum may be defined in many ways. What does this prove?

A. The concept of curriculum is based on those given by experts.
B.Th. concept is limited and narrow in scope.
C. The curriculum is characterized as fragmentary, elusive and confusing.
D. The concept of curriculum may be defined from different perspectives.
Pieces of Evidence
Learning Documents

Records Portfolio Pictures

Other Learning Proofs/Pieces of Evidence

My Learning Rubric
Field Study 4, Episode 1 – The Meaning of Curriculum
Focused on:
 Giving the meaning of curriculum from different points of view
 Analyzing the different meanings of curriculum
 Preparing/accomplishing matrix on the evolving meaning of
curriculum
Name of FS Student Date Submitted
Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
clear, but not and shallow; unclear and
are profound and
clearly supported supported by shallow and are
clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; supporting not answered
and all supporting; most supporting documentations
documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name
FS4 THE TYPES OF CURRICULA IN SCHOOLS
FIELD STUDY
Episode 2

My FS Learning Episode Overview

The episode describes the different types of curricula in schools. This learning episode
allows you to differentiate the types of curricula existing in the different schools.

My Desired Learning Outcomes

 summarize the existing types of curricula in various schools
 reflect on the importance of the different types of curricula
 Complete the matrix on the types of curricula

My Performance Criteria
I will be rated along the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio
My Learning Essentials
There are several types of curriculum existing in schools.
Types of Curricula in Schools
1. Recommended Curriculum These are recommendations in form in the
form of memoranda or policy, standards and
guidelines that came from the government
agencies such DepEd, CHED and TESDA and
professional organizations or international
bodies such as UNESCO.
2. Written Curriculum This includes documents based on the
recommended curriculum. They come in the
form of course of study, syllabi, modules,
books, instructional guides among others.
Example of written curriculum is the
teacher’s lesson plan.
3. Taught Curriculum The teacher and the learners will put life to
the written curriculum. The skill of the
teacher to facilities learning based on the
written curriculum with the aid of
instructional materials and facilities is
necessary.
 4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum
My Map
1. Interview a teacher based
on the given question.
2. Visit the schools near your place
or your Alma Mater. Interview a
teacher administrator or former
teacher in your school.
5. Write your reflection and
insights.
These are support materials that the teacher
needs. This includes print materials like
books, charts, worksheets and non-print
materials like PowerPoint presentation and
other electronic illustrations. It also includes
facilities like science laboratory and
playground.
This is the curriculum that is evaluated after it
has been taught. It can either be assessment
for learning, assessment as learning or
assessment of learning. If the process is to
find the progress of learning, but if it is to
find out how much has been learned or
mastered, then it is assessment of learning.
These are measured by tools in assessment,
which can indicate the cognitive, affective,
and psychomotor outcomes. Learned
curriculum also demonstrates higher order
and critical thinking and lifelong skills.
This is the unwritten curriculum – peer
influence, school environment, media,
parental pressures, societal changes, cultural
practices, natural calamities are some factors
that create hidden curriculum.
To ensure that
I will be able
to do this
activity, I must
follow the
map.
4. List down the tools used
by the school.
3. Answer the assessment
question.
My Learning Activities

Visit the schools near your place or your Alma Matter. Interview a teacher,
Activity 1 administrator or former teacher in that school. Find out what curriculum
is being used in the schools/colleges/universities in your place. Check the
corresponding column.

d Curriculum
Recommende

Curriculum

Curriculum

Curriculum

Curriculum

Curriculum

Curriculum
Supported

Assessed

Learned
Written

Hidden
Taught
Name(s) of Schools
/Colleges/Universities

1.

2.

3.

Interview a teacher from a school. Ask this question:

Why must the teacher be aware and sensitive to the hidden
Activity 2 curriculum?

Signature of the Interviewee

Over Printed Name
 Activity 3 List down some of the tools used by the school to assess their curriculum.

Tools used by the school

to assess their curriculum

My Reflections/insights

Why do I need to know the different types

of curricula?
Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. The Philippines association for Teachers and Educators (PAFTE)

proposed a new curriculum for Teacher Education to make the
graduates globally competitive. What type of curriculum is this?

A. Supported Curriculum
B. Hidden Curriculum
C. Assessed Curriculum
D. Recommended Curriculum

2. In order to have an effective teaching and learning, there must be an

adequate utilization of learning materials. What type of curriculum is
this?

A. Assessed Curriculum
B. Hidden Curriculum
C. Recommended Curriculum
D. Supported Curriculum

3. When teachers conduct a series of evaluation to determine the extent

of teaching, what must be implement?

A. Hidden Curriculum
B. Taught Curriculum
C. Learned Curriculum
D. Assessed Curriculum
Pieces of Evidence Learning Documents

Records Portfolio Pictures

Other Learning Proofs/Pieces of Evidence

My Learning Rubric
Field Study 4, Episode 2 – The Types of Curricula in Schools
Focused on:
 summarizing the existing types of curricula in various schools
 reflecting on the importance of the different types of curricula
 completing the matrix on the types of curricula

Name of FS Student Date Submitted

Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name
FS4 THE TEACHER AS A CURRICULARIST
FIELD STUDY
Learning Episode 3
My FS Learning Episode Overview
The episode is concerned with enumerating the characteristics of a teacher as a
curricularist. It clearly spells out the various functions of a teacher as curriculum specialists.

My Desired Learning Outcomes

 define roles of a teachers as curricularist
 discuss the roles of teachers as curricularist
 reflect on how those roles affect the teaching-learning process

My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Learning Essentials
A curricularist is a professional who is a curriculum specialist. A teacher’s role is broader
and inclusive of other functions and so a teacher is a curricularist. What does it take to be a
curricularist?
Initiates the curriculum (Initiators)
Implementation of a new curriculum
Requires the open mindedness of the
Teacher, and the full belief that the
Curriculum will enhance learning.
Plans the curriculum (Planner) Innovates the curriculum(Innovator)
A teacher’s role is to make yearly, A teacher makes innovations in the
monthly, or daily plan of the curriculum. Creativity and
curriculum which serves as a guide in innovation are hallmarks of an
the implementation of the curriculum excellent teacher.

Writes the curriculum (Writer) Implements the curriculum(Implementary)

A classroom teacher takes record of
Knowledge concepts, subject matter
Or content.
Knows the curriculum (Knower)
As a teacher, one has to master what are
Included in the curriculum.
An implementor gives life to the curriculum
plan. It is where the teaching, guiding,
Facilitating skills of the teacher are
Expected at the highest level.
Evaluate the curriculum (Evaluator)
Determines if the desired learning
outcomes have been achieved.

The Teachers Curriculum

My Map

To ensure that I will be able to

do this activity, I must follow
the footprints

3. Get
samples/pieces
of
evidence to
prove that the
teacher is a
curricularist.
5. Prepare a portfolio
2. Go to the
designated
person for
interview

4. Get research
findings on the roles
of curricularists.

1. Present the letter

to the school
Principal
My Learning Activities
Interview a teacher on the specific roles he/she plays as a curricularist. Your
interview must include a teacher in basic education and in the tertiary level.
Activity 1 Complete the matrix given below.

Levels Roles as a Curricularist

Early childhood
Name of Teacher:

School:

Signature:

Elementary
Name of Teacher:

School:

Signature:

Secondary Level
Name of Teacher:

School:

Signature:

Tertiary Level
Name of Teacher:

School:

Signature:
 After the interview, Get samples/pieces of evidence to show that the teacher
Activity 2 is a curricularist. Write/paste or post them here.
 Activity 3 Research in the library and look for a topic about the role of a teacher as a
curricularist. Complete the template below:

Research Title:

Research(s):

Findings: (Write the salient forms in bulleted form).

My Reflection/Insights

Aware of the roles of teachers as a curricularist,

How do you perceive your role as a

curricularist?
Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.

1. This curricularist uses unique and out-of-the box strategies to make

his/her class highly engaging. He / She is a / an .

A. knower

B. innovator

C. writer

D. implement

2. This curricularist has published researches, books, manuals, and

other Instructional materials. He / She is a/ an .

A. Implement

B. Evaluator

C. Planner

D. writer

3. This curricularist attends seminars, workshops and pursues

graduate work. He / She is a / an .

A. innovator

B. knower

C. writer

D. evaluator
Pieces of Evidence Learning Documents

Records Portfolio Pictures

Other Learning Proofs/Pieces of Evidence

My Learning Rubric
Field Study 4, Episode 3 – The Teacher as a Curricularist
Focused on:
 defining roles of teachers as curricularist.
 discussing the roles of teachers as curricularist.
 reflecting on how those roles affect the teaching –learning process.

Name of FS Student Date Submitted

Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
with theories Vaguely related unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
clear, but not and shallow; unclear and
are profound and
clearly supported supported by shallow and are
clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; supporting not answered
and all supporting; most supporting documentations
documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name
FS4 THE TEACHER AS A KNOWER OF
CURRICULUM
Episode 4

My FS Learning Episode Overview

The episode is meant to enable you to distinguish the traditional from the progressive
curriculum. It cites the differences and similarities between the two. This provides a wider
perspective on the nature and scope of these types.

My Desired Learning Outcomes

 Analyze the teacher as a knower of curriculum
 Explain some viewpoints of other curricularists
 Complete the Venn diagram of traditional and progressive curriculum

My Performance Criteria
I will be rated along the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.

My Learning Essentials
Point of view about the curriculum can either be traditional or progressive according to
their philosophical and psychological orientations. These views can also define what a
curriculum is all about.
TRADITIONAL PROGRESSIVE
● Views curriculum as
”permanent studies” ● Believes that
where rules of grammar. education is
reading. Rhetoric, logic experiencing
and mathematics for
basic education are ● Reflective
emphasized thinking is a means
to unify curricular
● The 3Rs (Reading, elements that are
Writing, ‘rithmetic’) tested by
should be emphasized in John Dewey application.
basic education should
Robert Hutchins be the emphasis in
college.
 TRADITIONAL PROGRESSIVE

● Believes that the

mission of the school ● Both education
should be intellectual viewed
training. Curriculum
should focus on the “curriculum as all
fundamental intellectual experiences children
disciplines of grammar, Hollis Caswell have under the
literature and writing guidance of teachers

● It should include
Arthur Bestor Mathematics, Science,
History and Foreign
Language.

Kenn Campbell

● Viewed curriculum
as all the experiences
● Believes that the in the classroom
mission of the school which are planned
should be intellectual and enacted by the
training. Curriculum teacher and also
should focus on the learned by the
fundamental intellectual students.
disciplines of grammar, Colin Marsh
literature and writing

● It should include
Mathematics, Science,
History and Foreign
Philip Phenix Language.

George willis
My MAP

Interview a teacher Call / Interview

and administrator your friends from
on their view points other institutions
on traditional and and ask the same
Research on
progressive question.

5
Present the differences

1 a letter of a
curriculum.
of traditional

4
and progressive
Interview a curriculum.
request
parent and

6
Accomplish the H
3
ask her / his chart.
view points on
traditional and
Prepare your
progressive
portfolio.
curriculum.

My Learning Activities

Interview an administrator, a student and a parent. Find out their view

Activity 1 points on the traditional and progressive curriculum.

Name of students:
School:
Signature:

Aspecst Traditional Progressive

Roles of Teacher

Roles of Pupils

Modes of Instruction

Instructional Materials

Modes of Assessment
My Learning Activities

Interview a teacher and an administrator. Find out their viewpoints on the

Activity 1.1 traditional and progressive curriculum.

Name of students:
School:
Subject Areas Taught / Handled:
Signature:

Aspecst Traditional Progressive

Roles of Teacher

Roles of Pupils

Modes of Instruction

Instructional Materials

Modes of Assessment

Name of students:
School:
Subject Areas Taught / Handled:
Signature:

Aspecst Traditional Progressive

Roles of Teacher

Roles of Pupils

Modes of Instruction

Instructional Materials

Modes of Assessment
My Learning Activities

Interview a parent. Find out his / her viewpoints on the traditional and
Activity 1.2 progressive curriculum.

Name of students:
Highest Educational Attainment:
Signature:

Aspecst Traditional Progressive

Roles of Teacher

Roles of Pupils

Modes of Instruction

Instructional Materials

Modes of Assessment

My Reflection
 Interview a parent. Find out his / her viewpoints on the traditional and
Activity 2 progressive curriculum.

Traditional Progressive
Curriculum

Similarities

My Personal Insights
 Interview a parent. Find out his / her viewpoints on the traditional and
Activity 3 progressive curriculum.

Names of
Traditional Progressive Both
Students/Schools
1.

2.

3.

4.

5.

My Insights
 Certificate of Completion
Is awarded to

Name of FS Student

Name of Teacher Education Institution

In the City / Province of

Region
For having satisfactorily completed
The required number of hours (18 hours) for

Field Study Course 4

Exploring the Curriculum

Given this day of

In the year of our Lord,
Two thousand and
 (Name of School)
College of Education

Certificate of Completion
on EXPERIENTIAL LEARNING COURSES
(FIELD STUDY AND PRACTICE TEACHING)
is awarded to

Name

for having satisfactorily completed

FIELD STUDY AND PRACTICE TEACHING
EXPERIENTIAL LEARNING COURSES
In the TEACHER EDUCATION PROGRAM
With the following PERFORMANCE RATINGS

Experiencing Learning Courses Grade Obtained

A. FIELD STUDY COURSES
FS1
FS2
FS3
FS4
FS5
FS6
Average
B. Practice Teaching / Practicum

Given this day of in the year of our Lord, thousand and

College Superior Dean

My Learning Activities
Directions: Read the items given below and encircle the correct answer.

1. When a school believes that the curriculum should highly focus on Math,
Science and other fundamental disciplines, this school believes in the curriculum
view of .

A. John Dewey

B. Hollis Caswell

C. Arthur Bestor

D. Philip Phenix

E.

2. The following are characteristics of progressive curriculum except.

A. Focuses on the experiences of the students and supervised by the teacher.

B. takes into account all the curricular elements and tests these elements through real
life application.

C. The classroom is only one place for the students to learn; learning can take place
anywhere.

D. Knowledge that comes from various disciplines should be the focus.

3. In analyzing the curriculum, the teacher should consider the following except.

I. vision, mission, goals and core values of the school

II. learning resources and faculties or the school
III. needs and interests of the learners
IV. all must be considered

A. I only C. III only

B. II only D. I, II, and III

C.
Pieces of Evidence Learning Documents

Records Portfolio Pictures

Other Learning Proofs/Pieces of Evidence

My Learning Rubric
Field Study 4, Episode 1 – The meaning of curriculum
Focused on:
 Giving the meaning of curriculum from different points of view
 Analyzing the different meanings of curriculum
 Preparing/accomplishing matrix on the evolving meaning of
curriculum
Name of FS Student Date Submitted
Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name
FS4 THE TEACHER AS A KNOWER OF
CURRICULUM
Episode 5

My FS Learning Episode Overview

The episode is concerned with the different approaches about school curriculum. It
elaborates on suggested criteria in the selection of knowledge or subject matter. It also discusses
the basic principles of curriculum.

My Desired Learning Outcomes

 describe the guides in the selection of content in the curriculum
 apply the different approaches about school curriculum
 reflect on the basic principles of curriculum content
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.
My Learning Essentials
Curriculum can be approached or seen in three (3) ways. It can be defined as content, a
process or as an outcome. First, is to approach it as content or body of knowledge to be
transmitted. Second, is to approach it as a product or the learning outcomes desired of learners.
Third, is to approach it as a process or what actually happens in the classroom when the
curriculum is practiced.

Three
Approaches
to
Curriculum

Curriculum as a
Curriculum as a Curriculum as a
Content or Body
Process Product
My Map
of Knowledge
 3. Ask samples
on how the
principles of
curriculum
content are
applied in their 4. Prepare
your
portfolio.
2. Interview a 1. Complete
teacher and the matrix
My Learning Activities inquire about the using varied
criteria in the sources.
selection of
knowledge/subjec
t matter.

Activity 1 Accomplish the template given below by following the given sample.

Subjects Content Process Product

 Clustering Evolved a
E.g Curriculum
Definition of  Read Post contextualized
Development with
Curriculum Categories definition of
Field Study
 Interview curriculum

1.)
 Subjects Content Process Product

3.)

4.) 2.)

My Reflection
 There are six (6) criteria in the selection of knowledge/subject matter.
Activity 2 Interview a teacher, the indicators for each of the criteria by answering the
given question.

Criteria Question Indicators

How do you know the
1. Significance significance in the content of
the curriculum?

How do you we know if the

2. Validity
curriculum is valid?

When do we know that the

3. Usefulness
curriculum is useful?

Whe do you know that the

4. Learnability content is within the range of
your learner’s experience?
Whe do you know that the
content is within the time,
5. Feasibilty resources and expertise of
teachers and experiences of
the leraners?
When do you know that the
6. Interest learners are interested in
content?
 My Insights

Activity 3 B.A.S.I.C. is an acronym to state the principles of curriculum content.

Principle 1: Curriculum Content Sample

Balance
Equitable assignment of contents, time, experiences
and other elements
Write the contents in one (1) subject’s area for
the first grading period.

Articulation
Curriculum is arranged vertically or horizontally
Write a sample content of one (1) topic in a
subject from level to level or grade to grade.

Scope
Content, topics, learning experiences and
organizing the threads of an educational plan.

Write sample topics in asubject area.

Integration
Curriculum is integrated and interconnected.

Cite a lesson which is integrated in other

subjects.

Integration
Curriculum is integrated and interconnected.

Cite a lesson which is integrated in other

subjects.

Continuity
Vertical repetition and recurring approaches of
content.
Write sample topics in a subject area where
content is organized in spiral fashion in
breadth and depth.

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. Miss Lim started off her lesson plan with outcomes she expects her
students to achieve at the end of the lesson, this curriculum approach is
.
I. curriculum as body of knowledge
II. Curriculum as a process
III. curriculum as a product
IV. all of the above

A. I only C. III only

B. II only D. I, II, and III

C.

2. When curriculum is viewed as a process, what should the teacher consider

primarily in designing his/her lessons?

A. Different modes of assessments

B. Various methods and strategies

 3. What could be the content/topic when the teacher asked the learners to
define curriculum and complete a matrix on the differences between
traditional and progressive curriculum?

A. The meaning of the curriculum

B. Different elements that affect curriculum

C. Various curriculum perspectives

D. Historical and philosophical foundations of curriculum

Pieces of Evidence Learning Documents

Records Portfolio Pictures

My Learning Rubric
Field Study 4, Episode 1 – The meaning of curriculum
Focused on:
 Giving the meaning of curriculum from different points of view
 Analyzing the different meanings of curriculum
 Preparing/accomplishing matrix on the evolving meaning of
curriculum
Name of FS Student Date Submitted
Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name
 FS4 THE TEACHER AS A KNOWER OF
CURRICULUM
Episode 11

My FS Learning Episode Overview

This episode gives the roles of the various stakeholders in the community in the
enrichment of the curriculum. This also cites the importance of the various stakeholders in
curriculum development, implementation and evaluation.

My Desired Learning Outcomes

 Explains the roles of stakeholders in curriculum development, implementation and
evaluation
 Elaborate on the importance of these stakeholders in designing and evaluating the
curriculum
 Cite situations on how the stakeholders participated in curriculum implementation

My Performance Criteria
I will be rated along the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.

My Learning Essentials
Stakeholders are individuals or institutions that are interested in the curriculum. They get
involved in many different ways.

School Leaders/ Parents

Administrator Are significant school
Are curriculum partners. Community
managers.
Serves as the
Teachers curriculum resource
and learning
Are curricularists.
environment.

Learners Curriculum Other Stakeholders

Are members of the school
Are at the core Stakeholder and larger community
Of the curriculum Such as local government
s officials.
My Map

1
Interview
different
stakeholders
and inquire
2
Interview
parents on the
extent of their
participation.
about their

5
roles in curriculum.
Prepare your
portfolio.

3 Reflect on the
importance
of stakeholders in 4 Write your
insights.
the curriculum.
My Learning Activities

Interview different stakeholders and inquire about their roles in curriculum

Activity 1 development.

Stakeholders of the Curriculum

Roles in Curriculum development
Development

1. Learners

2. Teachers

3. School Leader/Administrator

4. Parents

5. Community

6. Other Agencies

My Reflections
 Interview the parents about the extent of their participation in enriching the
Activity 2 curriculum. Use the scale given below.

4 3 2 1
Very Large Extent Moderate Extent Very Large Extent Little Extent
(VLE) (ME) (VLE) (LE)

Extent of Participation
Activities 4 3 2 1
VLE LE ME LE

1. Resource Speaker

2. Teacher Aide

3. Judge/Coach/Mentor

4. Donor (Instructional
Materials, etc.)

5. Others (pls. specify)

My Personal Insights
Activity 3 Reflect on the importance of stakeholders in curriculum implementation.
My Learning Activities
Directions: Read the items given below and encircle the correct answer.

The following are the roles of the stakeholders in curriculum development

except
I. help in formulating the appropriate learning experiences
II. create an environment that allows for a child’s holistic development
III. participate in the implementation of the curriculum
IV. all are roles of the stakeholders

D. I only C. III only

E. II only D. I, II, and III

F.

2. These stakeholders are direct partners of the school in strengthening

learning experience in the home.

A. Community

B. School administrators

C. Parents

D. Government officials

3. These stakeholders are at the core of the curriculum. They are the primary
beneficiaries of the curriculum.

A. Teachers

B. Learners

C. Community

D. Parents
Learning
Paste pictures of stakeholders involved in curriculum
Portfolio implementation.
My Learning Rubric
Field Study 4, Episode 1 – The meaning of curriculum
Focused on:
 Giving the meaning of curriculum from different points of view
 Analyzing the different meanings of curriculum
 Preparing/accomplishing matrix on the evolving meaning of
curriculum
Name of FS Student Date Submitted
Year & Section: Course:

Needs
Exemplary Superior Satisfactory
Learning episodes Improvement
4 3 2
1
All or nearly all Nearly all tasks Fewer than half of
tasks Were done were done with tasks were done; or
All tasks were done with
with high quality. acceptable most objectives met
outstanding
3 quality but with poor
Learning activities quality; work
quality
Exceeds expectations
4
2 1
Analysis questions Analysis Analysis questions
were answered questions were were answered
completely. answered
All questions/ episodes
completely. Grammar and
were answered
Clear connection spelling
completely; thoroughly
Analysis of the grounded on theories.
With theories Vaguely related Unsatisfactory
learning Episode to the theories
exemplary grammar and
Grammar and 1
spelling
spelling acceptable Grammar and
4
3 spelling
acceptable
2
Reflection Reflection Reflection
statements are statements are statements are
Reflection statements
Clear, but not and Shallow; unclear and
are profound and
Clearly supported supported by shallow and are
Clear; supported by
Reflections/Insights experiences from the
by experiences experiences not supported by
from the learning from the experiences from
learning episodes
episodes learning the learning
4
3 episodes episodes
2 1
Portfolio is Portfolio is Analysis
Portfolio is complete, complete, clear, complete; questions were
clear, well organized well-organized; Supporting not answered
and all supporting; most supporting documentations
Documentations are documentations are organized Grammar and
Learning Portfolio located in sections are available and but are lacking spelling
clearly logical and 2 unsatisfactory
Designated clearly marked 1
4 locations
3
Submitted on the Submitted a Submitted two
Submitted before the
Submission of deadline day after the days or more
deadline
Learning Episode 3 deadline after the deadline
4
2 1
COMMENT/S Rating:
(Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

13-
Score 20 19-18 17 16 15 14 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date

Above printed name